X9: An Adaptive Learning Platform for Geometry at School Level

2018 ◽  
Author(s):  
Enzo Barbaguelatta D. ◽  
Rafael Mellado S. ◽  
Felipe Diaz B. ◽  
Claudio Cubillos F.
Keyword(s):  
Adaptive Learning ◽  
School Level ◽  
Learning Platform

The Use of an Online Adaptive Learning Platform as an Adjunct to Live Simulated Clinical Encounters

2018 ◽  
pp. 93-105 ◽  
Author(s):  
Neil Tuttle
Keyword(s):  
Adaptive Learning ◽  
Clinical Setting ◽  
Emerging Technology ◽  
Clinical Encounters ◽  
Learning Platform ◽  
Patient Interactions ◽  
Learning Platforms ◽  
Biomedical Education ◽  
Physiotherapy Students

Adaptive learning platforms that individualize each learner's experience according to their input have only recently become widely accessible. This chapter illustrates some of the potential of adaptive learning platforms and describes a case study where this emerging technology has been used with physiotherapy students in a simulated clinical setting. Aspects of patient care scenarios presented with an adaptive learning platform were interleaved with live simulated patient interactions. Evaluation of the projects and the benefits and challenges of using adaptive learning platforms in biomedical education are discussed.

scholarly journals A Study of the Use of Quipper School in History Learning during COVID-19 Pandemic Era

2020 ◽  
Vol 10 (3) ◽  
pp. 20
Author(s):  
Tri Sastranegara ◽  
Djoko Suryo ◽  
Johan Setiawan
Keyword(s):  
High School ◽  
Positive Impact ◽  
School Level ◽  
High School Level ◽  
Work From Home ◽  
Learning Platform ◽  
History Learning ◽  
Learning At Home ◽  
Descriptive Method ◽  
At Home

Covid-19 pandemic has brought challenges in the process of history learning in senior high schools. As a result of social distancing and work from home policies, online learning platform is needed in order to make learning process at home run well, one of which is by using Quipper School application. The use of Quipper School application is one of the solutions so that the process of history learning at home can be carried out well and efficient during the Covid-19 pandemic. This study aims to determine the use of Quipper School in history learning during the Covid-19 era. The method used in this study is analytical descriptive method through literature review. The results obtained showed that Quipper School application has a positive impact when it is used in the process of history learning at home for students who are at senior high school level. The Quipper School application offers an innovative way of learning where the teacher can manage assignments and homework more effectively so that the teacher can also recognize the strengths and weaknesses of students in capturing a given learning topic.

scholarly journals Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement

2021 ◽  
Vol 12 ◽  
Author(s):  
Yves Karlen ◽  
Carmen Nadja Hirt ◽  
Alina Liska ◽  
Ferdinand Stebner
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Adaptive Learning ◽  
School Level ◽  
Self Regulated Learning ◽  
Academic Achievements ◽  
Academic Track ◽  
Regulated Learning ◽  
Deliberate Strategy ◽  
Indirect Relationship

Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.

scholarly journals Adaptive Learning in Psychology: Wayfinding in the Digital Age

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Charles Dziuban ◽  
Patsy Moskal ◽  
Jeffrey Cassisi ◽  
Alexis Fawcett
Keyword(s):  
Adaptive Learning ◽  
Student Survey ◽  
Cooperative Research ◽  
Mutual Cooperation ◽  
Cognitive Reactions ◽  
Learning Platform ◽  
Seamless Transition ◽  
Survey Results ◽  
Psychology Course ◽  
Outcome Metrics

This paper presents the results of a pilot study investigating the use of the Realizeit adaptive learning platform to deliver a fully online General Psychology course across two semesters. Through mutual cooperation, UCF and vendor (CCKF) researchers examined students’ affective, behavioral, and cognitive reactions to the system. Student survey results indicated that students found the system easy to use and were generally positive about their seamless transition to adaptive learning. While the majority of students were successful, learning outcome metrics utilizing Realizeit indices indicated a potential for early prediction of students who are likely to be at risk in this environment. Recommendations are presented for the benefits of cooperative research between users and vendors.

scholarly journals Users-Centric Adaptive Learning System Based on Interval Type-2 Fuzzy Logic for Massively Crowded E-Learning Platforms

2016 ◽  
Vol 6 (2) ◽  
pp. 81-101 ◽  
Author(s):  
Khalid Almohammadi ◽  
Hani Hagras ◽  
Daniyal Alghazzawi ◽  
Ghadah Aldabbagh
Keyword(s):  
Fuzzy Logic ◽  
Learning Environment ◽  
Adaptive Learning ◽  
Learning System ◽  
Superior Performance ◽  
Teaching Models ◽  
Learning Platform ◽  
E Learning ◽  
Interval Type

Abstract Technological advancements within the educational sector and online learning promoted portable data-based adaptive techniques to influence the developments within transformative learning and enhancing the learning experience. However, many common adaptive educational systems tend to focus on adopting learning content that revolves around pre-black box learner modelling and teaching models that depend on the ideas of a few experts. Such views might be characterized by various sources of uncertainty about the learner response evaluation with adaptive educational system, linked to learner reception of instruction. High linguistic uncertainty levels in e-learning settings result in different user interpretations and responses to the same techniques, words, or terms according to their plans, cognition, pre-knowledge, and motivation levels. Hence, adaptive teaching models must be targeted to individual learners’ needs. Thus, developing a teaching model based on the knowledge of how learners interact with the learning environment in readable and interpretable white box models is critical in the guidance of the adaptation approach for learners’ needs as well as understanding the way learning is achieved. This paper presents a novel interval type-2 fuzzy logic-based system which is capable of identifying learners’ preferred learning strategies and knowledge delivery needs that revolves around characteristics of learners and the existing knowledge level in generating an adaptive learning environment. We have conducted a large scale evaluation of the proposed system via real-word experiments on 1458 students within a massively crowded e-learning platform. Such evaluations have shown the proposed interval type-2 fuzzy logic system’s capability of handling the encountered uncertainties which enabled to achieve superior performance with regard to better completion and success rates as well as enhanced learning compared to the non-adaptive systems, adaptive system versions led by the teacher, and type-1-based fuzzy based counterparts.

E-World

2011 ◽  
pp. 9-25
Author(s):  
Filomena Ferrucci ◽  
Giuseppe Scanniello ◽  
Genoveffa Tortora
Keyword(s):  
Web Service ◽  
Adaptive Learning ◽  
Reference Model ◽  
Visual Language ◽  
Learning Processes ◽  
Web Browser ◽  
Learning Platform ◽  
Adaptive Processes ◽  
E Learning ◽  
Content Object

In this chapter the authors present E-World, an e-learning platform able to manage and trace adaptive learning processes which are designed and created by means of a visual language based tool. To address the goal to have a platform easily extensible with new services, they have designed it selecting a software architecture based on the use of Web Services and a suitable Middleware component. To trace adaptive learning processes E-World also integrates as Web Service a suitable implementation of a Run- Time Environment compliant with the Sharable Content Object Reference Model (SCORM) standard. Their proposal also supports the “anytime and anywhere” learning paradigm as it enables learners to enjoy linear or adaptive processes using any device equipped with a standard Web browser. In the chapter they also report on the experiment we have carried out to assess the usability of the proposed e-learning platform.

Simulated Learning Environments to Prepare for Clinical Placements

2018 ◽  
pp. 180-207 ◽  
Author(s):  
Neil Tuttle ◽  
E-Liisa Laakso
Keyword(s):  
Clinical Practice ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Professional Behavior ◽  
Evidence Based ◽  
Clinical Placements ◽  
Simulated Learning ◽  
Learning Platform ◽  
Simulated Environment ◽  
Clinical Interactions

Students commencing clinical placements often have difficulty applying their knowledge to produce meaningful clinical interactions. Patient-centred simulation can provide a bridge to clinical practice but can be expensive. This chapter describes the development and evaluation of a simulated environment integrating patient-centred simulation with an online adaptive learning platform to assist students to transition from classroom to placement. Student confidence increased significantly from pre- to post-simulation in all 12 areas that were surveyed from 3.4/6 (2.9–4.2) to 3.9/6 (3.7-4.5). Ninety-one percent of students felt better prepared for placement. The activity was not assessable and students rated this aspect highly for engagement and efficacy of learning. Student marks on their subsequent clinical placement were significantly higher for professional behavior, communication, and evidence-based practice compared with previous cohorts of students who had not undertaken a similar program.

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